Faculty

Faculty of Science - Chemistry

Supervisor Name

Christina Booker

Keywords

Chemistry Education, Sense of Belonging, Team Problem-Solving, Peer Instruction, STEM Identity

Description

Retention in STEM can be impacted by different psychosocial factors like sense of belonging, STEM identity, sense of community, and sense of support. The research conducted was used to design a study that will measures these psychosocial factors at the beginning and end of a first-year, general chemistry course. The research also aimed to determine the best active learning method to implement in the general chemistry course, that has over 2000 students enrolled in it, that could improve student feelings towards these psychosocial factors.

Acknowledgements

Thank you to Dr. Christina Booker, the Department of Chemistry, the USRI Office, Ken Meadows and Zoe Levi without whom this project would not be what it is today.

Creative Commons License

Creative Commons Attribution-Noncommercial 4.0 License
This work is licensed under a Creative Commons Attribution-Noncommercial 4.0 License

Document Type

Poster

COinS
 

Enhancing Chemistry Education through Team-Based Active Learning Strategies

Retention in STEM can be impacted by different psychosocial factors like sense of belonging, STEM identity, sense of community, and sense of support. The research conducted was used to design a study that will measures these psychosocial factors at the beginning and end of a first-year, general chemistry course. The research also aimed to determine the best active learning method to implement in the general chemistry course, that has over 2000 students enrolled in it, that could improve student feelings towards these psychosocial factors.

 

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